彰化縣國小英語教師使用故事教學之信念與課堂應用

The Belief and Practice of Using Story in Teaching English among ChungHua County Teachers

郎亞琴(Ya-Chin Lang) ； 謝美雲(Mei-Yun Hsieh)

《聯大學報》 5卷2期_上 (2008/12) Pp. 67-84

https://doi.org/10.29847/JNUU.200812.0004

摘要

本研究旨在探討國小英語教師對於故事融入英語教學的信念以及故事的使用現況調查。藉由問卷調查的方式了解英語教師對故事在教學上所扮演的角色功能，並且調查教師使用故事進行英語教學時，相關的方法和施行。研究結果顯示彰化縣國小英語教師對故事融入教學在教學效率、教室互動、語言學習上皆持正向看法。不同教學年資之教師對故事融入教學的看法達顯著差異。其中教學年資5年以下比6年以上的英語教師更認同故事在教室互動上的成效。在課堂運用上，九成教師皆有使用過英語故事教學，其中最常搭配節慶使用。期望本研究可以讓教師更了解故事融入教學的成效以及故事教學在國小英語課程中使用的情況和反思，促使英語教學更加活潑、生動並具啟發性。

關鍵字

國小英語教師 ； 故事教學 ； 教學信念 ； 課堂運用

並列摘要

The purpose of the study aims to explore English teachers' belief toward the integrative use of story books into English teaching and their practice. English teachers' belief is surveyed in terms of three roles of story books in English teaching and learning: teaching efficiency, classroom dynamics and language learning. Their practice of using story books in class is also explored, including the preparation and implementation of story books. It is hoped that the study will promote more active, motivating and inspiring teaching in English education.
According to the results, the major findings are as below:
(1)Most teachers believe that story books are effective in increasing teaching efficiency, activating classroom dynamics and enhancing students' language learning.
(2) There were significant differences caused by years of teaching in elementary schools variables on teachers' attitude about the integrative use of story books into English teaching.
(3) More than 90% teachers use story books in their teaching, and they often combine storybooks with festival programs.
It is hoped that the findings will enhance teachers' knowledge about the power of story books, and they can design appropriate curriculum programs by adding storybooks for their students in order to enhance their learning motivation and language learning.

並列關鍵字

Elementary English Teachers ； Storytelling ； Teaching Belief ； Classroom Practices

參考文獻

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